Investigating The Relationship Between Female Teachers' Self-Efficacy And Their Practice Of Next Generation Science Standards

Abstract

The study sought to investigate the relationship between female teachers' self-efficacy and their practice of science standards for the next generation. The descriptive approach was used, where a questionnaire was distributed to 67 science teachers at the middle school level in Khobar, Saudi Arabia. The results showed that the level of self-efficacy of the participating female teachers was high (average = 3.761), and their practice of Next Generation Science Standards was also high (average = 3.871). In addition, there are no statistically significant differences in the level of self-efficacy or the practice of Next Generation Science Standards according to the variables of the years of experience and the academic major. The results also illustrated that there is a positive correlation at the 0.01 level between self-efficacy and the practice of the standards among the participating female teachers. The study recommends the importance of integrating the sources of self-efficacy related to the practice of Next Generation Science Standards in the teacher training programs because of its benefit in the teachers' practice of those standards. The current study also suggests conducting more future studies on the effectiveness of training programs based on Next Generation Science Standards and their impact on the development of self-efficacy and science teaching for female middle school teachers.